نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناس ارشد فلسفه تعلیم و تربیت از دانشگاه علامه طباطبایی
2 دانشیار گروه فلسفه تعلیم و تربیت دانشکده روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبایی تهران
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
In the field of education, the same as in the other field of sciences , there are different schools and approaches which have major challenges and disagreements . Differences between the different worldviews underlie those disagreements which are resulted from the differences between different recognition foundations. In Philosophy realm discussion about foundations of recognition with two branches about "ontology of knowledge and understanding" and "epistemology" (observing the aspect of storytelling) are followed.
In this research, investigation the quiddity and geometry of the "philosophy of knowledge" in “Transcendental Philosophy “ specifically “Mulla Sadra’s approach” definition of knowledge are chased to make inferences of prescriptive propositions in the form of principles and rules in order to obtain results for "Islamic Education"
This research is conducted with qualitative and analytical-deductive method within the "Philosophy of Islamic Education" framework and with posteriori orientation.
The result of the research is formulating five prescriptive propositions that are in the form of principles which three of them denote the regulation of knowledge foundations in the "Philosophy of Education" and the other two cases observe the "process of education" and have operating aspect.
کلیدواژه‌ها [English]
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